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\n\"Using\n\n
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\nTeaching Tolerance\n
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\nUsing Photographs to Teach Social Justice | Exploring Identity\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nEven without captions, photographs can tell amazing, involved, and complex stories. Viewers analyze two photos, consider what the pictures reveal about the subjects' identity, and determine the social justice issues represented in the...\n
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Lesson Plan
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1
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\n\"Using\n\n
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\nTeaching Tolerance\n
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\nUsing Photographs to Teach Social Justice | Advertisements Promoting Activism\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nActivism can create real change. Class members examine a series of photographs that represent a different form of activism. Individuals then craft a persuasive speech in which they argue why the photo they chose is the best example of...\n
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\n\"Propaganda\n\n
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\nMedia Education Lab\n
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\nPropaganda in Context\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\n\"Board Game Helps Fight Real World Ebola,\" a video produced by Voice of America, provides the text for a guided instructional activity that asks viewers to analyze the propaganda techniques used in the video. Groups then select a example...\n
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\n\"Will\n\n
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\nCurated OER\n
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\nWill the Real Ben Franklin Please Stand Up?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explore the life of Benjamin Franklin. In this American history lesson, students research primary and secondary documents regarding Franklin's life. Students should examine the point of view each of the accounts is written from...\n
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Activity
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\n\"ELA.CCSS.ELA-Literacy.RI.11-12.8\n\n
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\nShmoop\n
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\nELA.CCSS.ELA-Literacy.RI.11-12.8\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nIt is no easy feat to wade through legal and political documents. And incorporating this type of informational text into a literature class can also be a challenge. Here’s a resource that includes suggestions for how to address this...\n
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Lesson Plan
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\n\"Chronicling\n\n
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\nNational Endowment for the Humanities\n
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\nChronicling America: Uncovering a World at War\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nAs part of a study of World War I, class members read newspaper articles from the time that urge American involvement, non-involvement, or neutrality. Using the provided worksheet, groups analyze the articles noting the central argument...\n
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\n\"A\n\n
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\nCurated OER\n
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\nA Penny for Your Thoughts, Movies, or Music?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers investigate copyright violation laws.  In this media copyright lesson, students read two articles that discuss copyright laws, then they develop their own perspective on the laws.  High schoolers then divide into...\n
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\n\"Who\n\n
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\nCurated OER\n
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\nWho To Believe?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents interpret meaning from opposing views on the same topic, and discuss that there is often so much \"spin\" and \"hidden agendas\" in the media.\n
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Lesson Plan
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\n\"Introduction\n\n
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\nCurated OER\n
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\nIntroduction To Literary Analysis\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nExplore the fascinating ways in which authors use specific literary devices to create interesting and realistic texts. Using non-fiction articles with the subject of rogue waves, an excerpt from The Perfect Storm, by Sebastian Junger,...\n
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Lesson Plan
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\n\"What\n\n
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\nCurated OER\n
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\nWhat Are the Advantages and Disadvantages of Conforming?\n

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\n\nFor Teachers\n\n11th\n\nStandards\n
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\nDive into Arthur Miller’s The Crucible and determine what it means to conform in society, and discuss as a group with the thoughts and plans available in these documents. Included are multiple activities and brain targets that form the...\n
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Unit Plan
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\n\"4th\n\n
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\nAlpena-Montmorency-Alcona Educational Service District\n
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\n4th Grade Personal Narrative\n

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\nThroughout 10 lessons, fourth graders learn how to plan, organize, write, and edit their own personal narratives. In the beginning, young writers come up with ideas of personal experiences and the emotions linked with those experiences....\n
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\n\"Octavio\n\n
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\nCurated OER\n
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\nOctavio Paz\n

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\nTenth graders read and analyze the poem, \"The Street,\" by Hispanic author, Octavio Paz. They research the life of Octavio Paz and identify his literary contributions. They complete an online scavenger hunt and create an author map of...\n
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\n\"U.S.\n\n
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\nCurated OER\n
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\nU.S. foreign policy in the early Republic\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents research various events during the War of 1812 and then create magazine articles with supporting illustrations, students are in control of their learning.\n
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\n\"The\n\n
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\nHuntington Library\n
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\nThe Poetry and Prose of Langston Hughes\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders discover the poetry of Langston Hughes. In this social issues lesson plan, 11th graders experience the views of Langston Hughes. Students read Hughes' poetry and discuss the basic theme. Students evaluate the political,...\n
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Lesson Plan
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\n\"Unit\n\n
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\nCurated OER\n
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\nUnit Plan for Mark Twain and American Humor\n

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\n\nFor Teachers\n\n10th - 11th\n
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\nStudents create brochures about the humor of Mark Twain. In this literature-analysis lesson plan, students read \"The Celebrated Jumping Frog of Calaveras County\" and other short stories by Twain. Students write analytical paragraphs and...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Stinky Cheese Man and Other Fairly Stupid Tales\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders demonstrate the ability to process and evaluate content from a variety of sources and apply comprehension skills to the material read. They organize information for practical use and design and develop an informational...\n
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\n\"Great\n\n
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\nCurated OER\n
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\nGreat Monuments of the World\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners explore the wonders of the world through inquiry. In this world monuments lesson, students investigate famous landmarks around the world as they conduct and apply research. Learners create products that feature their findings...\n
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\n\"Journeying\n\n
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\nCurated OER\n
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\nJourneying to Create\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nShow a video clip that descripes how taking a journey can change a person's outlook on life. Learners write a paragraph about a place that uses imagery and tone to create a specfic effect. They evaluate their journal entries as well.\n
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Lesson Plan
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\n\"World\n\n
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\nBrainPOP\n
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\nWorld History Lesson Plan: Uncovering Essential Questions\n

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\n\nFor Teachers\n\n3rd - 12th\n\nStandards\n
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\nHave you ever noticed a news story revolves around an essential question? Scholars research methods of reporting historical events. Working in groups, they use an interactive module to gather information on a historical topic, uncovering...\n
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\n\"How\n\n
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\nCurated OER\n
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\nHow Advertisers Persuade \n

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\n\nFor Teachers\n\n7th - 8th\n
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\nThis plan centers around the article \"How Advertisers Persuade,\" although it is not included in the lesson itself. Get your class thinking about advertising, appeals, and techniques that companies use to get their products from the shelf...\n
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Activity
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\n\"Express\n\n
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\nCurated OER\n
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\nExpress Yourself Lesson Seed 3\n

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\nIf you're looking to set your class up for writing effective arguments, try out this idea. While originally created with freedom as a guiding idea, the activity could easily be adapted for other themes. As a class, create a chart of...\n
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\n\"Dream\n\n
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\nAlbert Shanker Institute\n
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\nDream Under Development\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nAs part of their study of the 1963 March on Washington, class members do a side-by-side comparison of the original text of Martin Luther King's \"I Have a Dream Speech\" with a transcript of the speech he delivered. The take away from the...\n
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\n\"Dollars\n\n
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\nCurated OER\n
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\nDollars and Sense\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders read \"Starting a Business\" and answer the question: \"How could you design an ad to let the community know about the business described in the story?\" Then, they illustrate a written ad that could be posted in the...\n
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Organizer
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\n\"Common\n\n
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\nPolk Bros Foundation\n
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\nCommon Core Constructed Response Organizer\n

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\n\nFor Teachers\n\n6th - 10th\n\nStandards\n
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\nGet your writers ready to compose a constructed response essay in response to either an informational or fictional text. Pupils note down the big idea they wish to address as well as up to nine examples from the text that they wish to...\n
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